Determining the Author’s Purpose 7 th Grade Language Arts

The author’s purpose is the main reason the author has for writing the text.

We need to consider the following when analyzing the author’s purpose: Point of View: Does the author have a bias? Are they favoring one side over another? Or are they giving just the facts?

The Format: What type of text is this? Does it appear on a reputable website? In a well-regarded magazine or newspaper? Or is it in a publication sponsored by a special interest group?

Reader Reaction : Is the author trying to get the reader to react based on --emotions, --logic and reasoning, or --the author’s likability or authority?

There are 4 basic purposes for writing…

To Entertain : provides entertainment, like fictional stories, novels, poems or funny essays

To Inform/Explain : presents information and facts explains, like in a textbook, non-fiction book, or a news story

To Persuade: tries to convince the audience to do something or believe something includes facts and opinions includes a call to action, which encourages the reader to take action in some way

To Express an Opinion: expresses a viewpoint on an issue includes facts and opinions does not include a call to action, like in some editorials

Besides the overall purpose for writing, authors have purposes for including certain information, structuring the text a certain way, using certain word choices, etc.

In order to determine WHY authors do what they do in a text, we must go back to the text to find evidence and make inferences. Authors IMPLY…(hint, give clues) Readers INFER…(make inferences)

Model/Practical Application: Determining author’s purpose for “Hang Up and Drive” Editorial: Hang Up and Drive You see it every day, especially in freeway traffic. A car is weaving back and forth, speeding up then slowing down, or suddenly stopping. No, it’s not a drunk driver. It’s a cell-phone driver. Cell phones are used everywhere, but on the road they are a dangerous distraction to drivers and should be prohibited. Editorial= opinion piece Real-life example Author’s * Opinion= central idea  Call to Action

The New England Journal of Medicine reported that “motorists using a cell phone were four times more likely to have an accident than those not using a phone.” The major problem is that the driver is not focused on the road, but on his or her conversation. Cell-phone drivers are very unpredictable: they weave, tailgate, drive too fast or too slow, make improper turns, run red lights, and even stop at green ones. It’s not only annoying; it’s hazardous. Cell-phone- related accidents include rear-ending vehicles; running off a road and crashing into trees, fences, and buildings; flipping over; and having head-on collisions. Many of these accidents result in fatalities. In October at the California Traffic Safety Summit, experts testified that “cell phones used by drivers lead to at least 1,000 deaths per year in California.” These are the same problems that occur with drunk driving, which is strictly outlawed and harshly enforced. For the same reasons, California needs laws that restrict the use of cell phones in cars. Facts from reputable source= strong support Serious examples = S Strong facts = S Persuading = need laws * Strong facts = S

Until we take action to pass new laws, drivers at least need to be more responsible when using cell phones. The American Automobile Association recommends that drivers pull off the road before using a cell phone, have a passenger use it for them, or use voice mail to answer calls. Another suggestion is to keep the phone off while moving or simply not use it in the car. Before using a cell phone, drivers should think to themselves, “Is this call really that important?” Cell phones can be a vital link in emergencies, but drivers need to use them wisely. As professional NASCAR racer John Andretti says, “Driving safely is your first responsibility.” The best road to safety is to just hang up and drive. Author’s S opinion Facts from S reputable source to support opinion Author’s opinion Expert opinion Author’s opinion Call to Action

Author’s Purpose: Text Dependent Questions 1. What is the author’s purpose for writing? Cite evidence from the text to support the purpose. The author’s purpose is to persuade the reader that people should not use cell phones while driving. The author says cell phones “should be prohibited,” and “California needs laws that restrict the use of cell phones in cars.” Also the author states, “The best road to safety is to just hang up and drive.”

2. How does the author feel about cell phone use while driving? How do you know? Use text evidence to support your answer. The author feels that using cell phones while driving is dangerous because she uses details about cell-phone related accidents to prove this point. For example, the text says, “Cell-phone-related accidents include rear-ending vehicles; running off a road and crashing into trees, fences, and buildings; flipping over; and having head-on collisions. Many of these accidents result in fatalities.”

Day Two: Determining Author’s Purpose We are learning to determine an author’s point of view and purpose in a text. We are looking for text evidence to support the author’s point of view and purpose. We are looking for how the delivery of the speech affects the impact of the words.

Why is this an important life skill?  To be smart participants in the world, we need to be able to evaluate the many messages around us, such as political speeches, advertisements, or persuasive messages about social causes.

Remember that… In order to determine WHY authors do what they do in a text, we must go back to the text to find evidence and make inferences. Authors IMPLY…(hint, give clues) Readers INFER…(make inferences)

Practical Application: Close Reading Today we’re going to listen to the speech by Robert F. Kennedy that we previously read on the reading diagnostic, and then we will reread the text to analyze the author’s purpose. Background: RFK was running for president. At this speech, which was supposed to a campaign speech, he announced to the crowd that Martin Luther King had been shot and killed. As you listen, think about how the delivery of the speech (how RFK says the words) affects the impact of the words.

Directions: With your partner, go back to the text to answer the close reading questions about the author’s purpose. When finished, read your independent reading book until everyone is ready to share their thinking with the class.